scholarly journals The effect of mathematics self-efficacy on numeracy skills of prospective elementary school teachers

2021 ◽  
Vol 16 (6) ◽  
pp. 3405-3417
Author(s):  
Yustitia Via ◽  
Siswono Tatag ◽  
Abadi Abadi
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Numeracy Skills ◽  
Research Population

Numeracy skills are the abilities to manage data and numbers to solve problems in various contexts of everyday life. However, numeracy skills of prospective elementary school teachers have not been satisfactory. One of the factors that influence numeracy skills is self-efficacy. Therefore, this study aims to investigate to what extent is the effect of self-efficacy on numeracy skills of prospective elementary school teachers. The type of this study was correlational research. In addition, the research population was prospective teachers in universities throughout Surabaya with a minimum accreditation of B for the bachelor’s programme of elementary school teacher education. Furthermore, the samples were selected using proportional cluster random sampling, resulting in 293 prospective teachers or college students from the bachelor’s programme of elementary school teacher education. Apart from that, the research instruments consisted of a numeration test and a self-efficacy questionnaire developed in a standardised manner. In addition, the applied analysis was a simple linear regression test with r-product moment. The results showed that (1) there was a positive relationship between self-efficacy and numeracy skills of prospective elementary school teachers and (2) the effect of self-efficacy on numeracy was 20.1%. This indicated that 20.1% of the contribution to numeration skills of prospective elementary school teachers is influenced by self-efficacy, while the remaining 79.9% is influenced by other factors not examined in this study. This study provides information on the characteristics and patterns of the relationship between self-efficacy and numeracy skills of elementary school teachers. Keywords: Self-efficacy, numeracy skills, prospective elementary school.

scholarly journals TINJAUAN ASPEK KUALIFIKASI PENDIDIK, PENGUASAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI, SERTA SUPERVISI AKADEMIK TERHADAP KEMAMPUAN MANAJEMEN KELAS PADA GURU SEKOLAH DASAR DI UPT PPD KECAMATAN PUNDONG KABUPATEN BANTUL

2019 ◽  
Vol 4 (1) ◽  
pp. 94-103
Author(s):  
Siti Haryani
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Positive Influence ◽  
Elementary School Teacher ◽  
Management Skills ◽  
School Teachers ◽  
Management Capabilities ◽  
Significant Positive Influence

The purpose of this study was to determine: (1) the influence of educator qualifications, the mastery of ICT, as well as academic supervision jointly against class management capabilities among elementary school teachers, (2) the effect of educator qualifications on classroom management skills in an elementary school teacher, (3) the effect of mastery of ICT on classroom management skills in an elementary school teacher, and (4) the effect academic supervision of classroom management capabilities at an elementary school teacher. This study applied the quantitative approach using the survey design. The population in this research was all elementary school teachers in UPT PPD Pundong, Bantul regency, in the academic year of 2017/2018, amounting to as much as 182 teachers distributed in 19 elementary schools. Samples in this study were 124 teachers, taken by proportional random sampling method. Data collection used questionnaires. The data analysis was conducted on the descriptive analysis, linearity and multicollinearity test, multiple regression analysis, partial correlation analysis, and donations predictors include effective contribution and relative contribution. The results showed that the educator qualifications, mastery of ICT and academic supervision simultaneously have a very significant positive influence to the ability of teachers in classroom management. It means that if educator qualifications, mastery of ICT, and academic supervision become better, the ability of teachers to manage the classroom will become better too. Partially, the educator qualifications have a very significant positive influence to the ability of teachers to manage the classroom. The mastery of ICT also has a significant positive effect on the ability of teachers in classroom management. As well as a partial academic supervision also has a very significant positive influence on the ability of teachers in classroom management. Therefore, it is necessary to improve the educator qualifications, mastery of ICT, and academic supervision to increase the ability of teachers in classroom management.

scholarly journals PROFESSIONAL COMPETENCE UNDERSTANDING LEVEL OF ELEMENTARY SCHOOL IN IMPLEMENTING CURRICULUM 2013

2020 ◽  
Vol 2 (1) ◽  
pp. 99-105
Author(s):  
Wachidi Wachidi ◽  
Adrian Rodgers ◽  
Dmitriy Yu Tumanov
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Data Processing ◽  
Elementary School Teachers ◽  
Professional Competence ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Statistic Method ◽  
The Subject

The specific purpose of this study is to find out professional competence understanding level of elementary school teacher in implementing curriculum 2013 in Bengkulu city. This study used analytical descriptive. This study aimed at describing the professional competence understanding level of elementary school teacher in implementing curriculum 2013. The subject of this study was 100 teachers of elementary schools in Bengkulu City. The object of this study was related to professional competence understanding level of elementary school teacher in implementing Curriculum 2013. The data collecting was conducted by using questionnaire and document. Questionnaire was used to obtain the data about professional competence understanding level of elementary school teacher in implementing Curriculum 2013. To find out and to proof that questionnaire is valid was conducted by expert. Document was used to find out the number of elementary school teacher in Bengkulu City. After the data was collected it was verified, and was processed by using percentage statistic method. The data processing was then analyzed and concluded. In general this study concluded that elementary school teachers in Bengkulu city understands professional competence in implementing curriculum 2013.

scholarly journals Apakah Learning Start with a Question Efektif Digunakan dalam Microteaching?: Eksperimen pada Calon Guru Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 152-161
Author(s):  
Nina Gantina ◽  
Ahmad Khoiri
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Teacher Candidates ◽  
School Teacher ◽  
Sampling Technique ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Experiment Method ◽  
Skills Reinforcement

Prospective Elementary School Teachers have difficulty in understanding the science concepts. Beside, they are generally low in curiosity, passive in discussion, and lack of collaboration on microteaching activities. This study aims to: (1) Reveal how to apply the experimental-based LSQ learning model on microteaching activities for elementary school teacher candidates; (2) Examine the increase in curiosity and understanding the concept of science. The method used is a Quasi-experiment method with purposive sampling technique. The sample are 31 elementary school teacher candidates from Universitas Sains Al Quran, Wonosobo, Indonesia. The data about understanding the concept was collected through a test with 30 questions. The data about curiosity was collected by questionnaires and observation sheets. The results showed that there is an increase in the understanding of the concept based on the gain test of 0.3. Furthermore, based on the t-test of 4.01 and t-table of 1.99 (tcount t-table = 4.01 1.99), LSQ model is effective in increasing the curiosity. Curiosity through the four main skills found, namely: questioning skills, reinforcement, explanation skills, and classroom management. The average result of the competency percentage on LSQ learning is 72% (medium category). LSQ is strongly recommended to be applied by prospective elementary school teachers.

scholarly journals Investigatigation of the Visual Mathematics Literacy Self-Efficacy Perception According to Several Variables

2021 ◽  
Vol 11 (1) ◽  
pp. 75-82
Author(s):  
mutlu pişkin tunç
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Grade Level ◽  
School Teachers ◽  
Mathematics Literacy ◽  
Significant Difference ◽  
Geometric Objects

The purpose of the current study was to investigate prospective elementary school teachers’ visual mathematics literacy self-efficacy perceptions according to grade level, gender and the ability to draw geometric objects on isometric dot paper. The data were collected from 201 prospective elementary school teachers enrolled in the elementary school teaching department of a state university in the Western Black Sea Region. There were 86 freshman and 115 senior prospective elementary teachers. 149 of the participants were female and 52 of them were prospective male teachers. When the prospective teachers were classified according to their drawing skills on isometric dot paper, 42 of them were weak, 65 were intermediate and 94 were classified as good. In the current study, survey model that is one of the quantitative research methods was used and the study has a descriptive nature. The data of the study were collected by “Visual Mathematical Literacy Self-Efficacy Belief Instrument” consisting of 37 items developed by Bekdemir and Duran (2012) and “Drawing Geometric Objects on Isometric Dot Paper Scale” consisting of four items developed by the researcher. In data analysis, “mean”, “percentage”, “frequency”, “two way ANOVA” and “one way ANOVA” were used. The ability to draw geometric objects on isometric dot paper of prospective elementary school teachers analyzed into three categories as good, intermediate and weak. Prospective teachers who could draw all of the geometric objects given in the scale correctly on isometric dot paper were classified as good. Prospective teachers who could make the correct drawing of three or two geometric objects were classified as intermediate, and prospective teachers who could make the correct drawing of one geometric object or could not draw correctly any of the objects were classified as weak. As a result of data analysis, it could be said that prospective teachers saw themselves at a reasonable level regarding visual mathematics literacy. Moreover, the results revealed that there was a statistically significant difference the mean scores of prospective teachers in terms of grade level and the ability to draw geometric objects on isometric dot paper but there was not any statistically significant difference in the self-efficacy scores of prospective teachers according to gender

scholarly journals KOMPETENSI GURU MADRASAH IBTIDAIYYAH DALAM PEMBELAJARAN SAINS BERBASIS PENDIDIKAN KARAKTER

2019 ◽  
Vol 15 (1) ◽  
pp. 71-86
Author(s):  
Mukhlis Fatchurrohman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Instructional Strategy ◽  
Teaching Method ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Learning Science ◽  
School Teachers ◽  
Assessment Technique ◽  
Science Subject

This article reviews the importance of the competency of Elementary School or Islamic Elementary School Teachers in instruction of science subject. Learning science of elementary school teacher, in teaching science, should master instruction and teaching of science as well as its assessment technique, so that the students can achieve a determined indicator. From this article, it is found a conclusion that the standard of the successful teacher depends on the teacher’s personality, the mastery of teaching method, the teacher’s frequency and intensity of interaction with students and the mastery of instructional strategy.

scholarly journals FEATURES OF PROFESSIONAL TRAINING OF PRIMARY CLASS TEACHERS IN FOREIGN COUNTRIES

2020 ◽  
pp. 54-62
Author(s):  
Ye. Spitsin ◽  
T. Khmil
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Professional Activity ◽  
School Teachers ◽  
Foreign Experience ◽  
Foreign Countries

The article determines that elementary school is the first level in the process of obtaining general education for children and in their general intellectual, physical and social development. in practice, accordingly, it sets the task for professional education as well – to prepare future elementary school teacher as a social personality, capable of solving certain problems and tasks of professional activity under the conditions of mastering a system of skills and competences. The success of the pedagogical activity of an elementary school teacher implies a special preparedness in the institution of higher education – the formation of knowledge, skills and pedagogical competences aimed at the exercise of professional functions. Study of experience of foreign countries on the professional pedagogical training of elementary school teachers is an important condition for the formation of theoretical and methodological bases for optimization of the training of elementary school teachers in Ukrainian HEIs. An analysis of current approaches to the preparation of future primary school teachers in France, the United Kingdom and Japan makes it possible to highlight the trends that are characteristic of European and Japanese education, namely: training teachers in higher education, two-level education, student development taking into account socio-cultural features, forming in them the readiness for professional mobility, to study throughout their professional activity, creating conditions for internships abroad. Progressive ideas of foreign experience can be taken into account in the national practice of teacher training. Further scientific inquiries may be directed to the study of the content filling of the teacher training programs and the peculiarities of the organization of the educational process in the institutions of higher education of foreign countries. Learning and using the experience of other countries is one of the main methods of designing educational reforms in Ukraine. Using foreign experience will help to avoid many mistakes. In addition, the integration of Ukraine into the world and European educational spaces requires adaptation of national educational legislation to pan-European educational principles and practices. These include, in particular, the existence of certain standards of education and professional activity of teachers.

scholarly journals TRAINING WRITING NONFICIAL STORIES IN STUDENTS OF THE PGSD STUDY PROGRAM WIDYA DHARMA KLATEN UNIVERSITY

2019 ◽  
Vol 1 (1) ◽  
pp. 58-65
Author(s):  
Bayu Purbha Sakti
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Children ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Study Program ◽  
Story Writing ◽  
Primary School Teacher Education

Students of the Widya Dharma University Primary School Teacher Education (PGSD) Study Program are expected to have insight and knowledge in nonfiction story writing. News that is part of a nonfiction story favored by elementary school children. Writing news will familiarize PGSD students in writing activities and later they also have no difficulty in doing thesis. PGSD students who take part in the training are expected to excel in student-level writing competitions. The trainees were also reminded to maintain the authenticity of the news written. News must be reported by prospective elementary school teachers so that students, families, and communities can avoid Liar News / hoaxes.

Inklusion an Grundschulen in Baden-Württemberg

2021 ◽  
Author(s):  
Heike Bold
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Special Needs ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Administrator ◽  
Expert Interviews ◽  
School Teachers ◽  
Differentiated Teaching

Inclusion at elementary schools: Are elementary school teachers prepared for the task? Which competences are required in the implementation of inclusion concepts especially in (goal) differentiated teaching. Based on 46 expert interviews from elementary schools in Baden-Württemberg, the following study will present first answers to these complex questions and suggest possible (content for) teacher trainings. The author is elementary school teacher and school administrator with extensive knowledge in teaching children with and without special needs.

Sets—natural, necessary, (k)nowable?

1968 ◽  
Vol 15 (4) ◽  
pp. 337-340
Author(s):  
Dorothy Geddes ◽  
Sally I. Lipsey
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
School Curriculum ◽  
Elementary School Teacher ◽  
School Teachers

Is the idea of set appropriate for the elementary school curriculum? Elementary school teachers and others have not welcomed the inclusion of this new topic wholeheartedly. Some say, “Too much rigor” Others maintain that the language is too technical. They sec confusion instead of clarity. They recognize that the notions of counting and numeration grew out of man's need to keep track of his possessions but ask, “What historical rationale can be given for the notion of set?” Since the habit of thinking in terms of sets has become routine for mathematicians and other scientists,1 it is important for us to seek answers to the questions and concerns relating to sets raised by the elementary school teacher.

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